Jennifer EvansAssistant Director ELASt. Clair County RESA

Evans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer

Agenda

What:? Guided Reading Why? Guided Reading

How? Start with Lesson Plans

Observation/Assessment Drives Instruction

“ Guided reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency.”

• Fountas and Pinnell

WHAT IS GUIDED READING?

Guided Reading is not…

http://www.schooltube.com/video/a9540582c0a5418ab1ca/Introduction%20and%20Guided%20Reading:%20What%20It%20Is%20Not (7 min)

Reflection:

Name one example from the video and share how you feel about it.

Explain why it is not an example of Guided Reading.

Examples from the video of what Guided Reading is not:

1. Whole class reading with the same novel

2. Meeting with the same small group all

year

3. Isolated skill/vocabulary

lessons that take up most of the group

time

4. is not vocabulary introduced in

isolation

5. in not round robin or popcorn reading

6. Guided Reading is not lead by students

7. in not silent reading and worksheets

8. in not teacher focusing only on the book and follow-up

questions

9. is not a teacher introducing the text

and then sending the students back to their desk to read silently

Daily Reading Process

Mini-lesson: teacher modeling and explanation

guided practice

independent practice accompanied by feedback

application of the strategies in real reading situations

Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation through

workbook pages.

Essential Elements for Effective Guided Reading

Bring children with similar reading ability together in small groups for focused, efficient instruction.

Select texts that are “just right”.

Provide introductions that show children how the text “works,” explain difficult words or concepts, and prepare them to read independently (Before).

Support independent reading with brief, specific prompts to help children use the strategies you have previously demonstrated (During).

Help children revisit and reflect on the text to support comprehension, processing strategies, and extending meaning of text (After).

Work explicitly on word-solving strategies (Word Study).

Characteristics of Readers

Emergent

Early

Transitional

Self-Extending

Advanced

See Reading Strategies Flip Book

Emergent

Pre K – 1 (Levels A-B)

Rely on language and meaning as they read simple texts with only one or two lines of print.

Are beginning to control reading behavior, such as matching spoken words, one by one, with written words on the page.

Early

K-2 (Levels B-H)

Have achieved control of early behaviors such as reading from left to right (directionality) and are beginning to do some reading without pointing.

Have acquired a core of frequently encountered words.

Can read books with several lines of print, keeping the meaning in mind and solving simple words.

Transitional

2-3 (Levels H-M) 3-4(Levels M-R)Have early behaviors well under control and can read texts with many lines of print.

Use multiple sources of information while reading for meaning.

Read fluently.

Do not rely heavily on pictures.

Have a large core of frequently used words they can recognize quickly and easily.

Are working on solving more complex words through a range of word analysis techniques.

Self-Extending

4-6 (Levels R-Y)

Make use of all sources of information flexibly in a smoothly orchestrated system.

Can apply strategies to reading longer, more complex texts.

Have a large core of frequently used words.

Can solve many other words, including multi-syllable ones, quickly.

Are still building background knowledge and learning how to apply what they know to longer, more difficult text.

Small Group

Name ReadingLevel

Interests Strengths Skills/ Strategies Needed

QSILevel

How Do I Plan My Instruction Based on Observations?

At the Zoo

James and the Giant Peach reading

The Big Bad Wolf

Strategies Flip Book Example Emergent Level

Work with names (first box)

Letters in names (third box)

Lesson Plans

Choose appropriately

leveled lesson plan

for your group

Why Can’t I Just Use The Basal?

Focuses on teaching isolated skills, rather than fostering an enjoyment and appreciation of reading for its own sake.

More time is spent on the supplemental worksheets than on actually reading authentic texts.

Many times teachers read the story to the students or play the tape as the students follow along because the text is too difficult for many to read independently.

The quality of the literature works are chosen mainly to allow skills practice and may not be particularly meaningful, authentic, or interesting.

Controlled vocabulary

Question: What do I do about all of the worksheets?

…as little as possible

Three criteria for a good worksheet…

1. Must involve some reading

and/or writing

2. Majority of my class (80%) must

be able to do it independently

3. Students must need work on that

skill

Guided Lesson Format

Before the Reading:

Fluent Reading / Writing

Introduce the Text

New Vocabulary /

Concepts

During the Reading:

Support effective reading

After the Reading:

Discuss and revisit the

text

Teach for processing strategies

Extend the text

Conduct word work

Showing children how the book works – how it’s

organized.

Give children an idea of what the entire story is

about.

Draw attention to language structures and vocabulary children will

need to use and point out new and important words.

Build interest in the story by building prior

knowledge, making predictions, connecting to

previous lessons, etc.

Help children make connections with their

own background experiences and

knowledge.

Point out aspects of print or layout that are

important.

Show how illustrations or other strategies support

the meaning.

General Principles for Introductions (Before) to Focus on Include:

During Reading Observations to Focus On:

During reading the teacher interacts briefly with students to

prompt and encourage their use of strategies at their instructional

level.

Strategies should support whole class mini-lesson instruction.

During reading the teacher records observations to help guide

instruction.

This should be the longest part of the lesson.

These brief conversations are very powerful.

Teachers use specific language to facilitate the reader’s use of

problem-solving actions.

As children independently whisper read the text, teachers

will record anecdotal records and interact briefly with students to prompt, facilitate, and encourage

their use of strategies and problem-solving actions.

No Round Robin Reading

The primary purpose of reading is to obtain meaning from text. Even at the K-2 level students need to be reading to make

meaning from text.

After Reading Observations to Focus On:

After reading, teachers discuss and revisit the text

with children.

They engage children in reflecting on the meaning of the text and bringing their own interpretations to the

process.

Teachers are asking children to be active in sharing

meaning with the group.

Teachers reinforce effective processing strategies.

Teachers may also provide purposes for rereading text based on observations and ask students to extend the

text in different ways.

It is important for students to respond to what they have

read in many different ways. (ie. Graphic organizers,

reading response journals, appropriate learning centers)

See additional handouts

Guided Lesson https://www.youtube.com/watch?v=3AHxqggc-

yI&index=1&list=PL95DC4FBFA0DC457C (9 min. inference guided lesson in 2nd grade)

http://www.schooltube.com/video/c73b68cace3e477b8108/Primary%20Guided%20Reading (1st grade guided reading lesson 8min)

CD Essential Elements of Guided Reading (Fountas & Pinnell) (skillful teacher (Erik) beginning – 15 min.)

Next Steps in Guided Reading Videos:

http://www.janrichardsonguidedreading.com/video-clips (Scroll down to “Early” introducing the book 2nd grade 4:53min)

Review Teacher Self-Reflection for Reading Workshop

Focus on page 2 to start

Select one area to concentrate on For example in Teaching Strategies : My goal is to

successfully implement all components of a guided reading lesson including before, during, and after activities. Or

Grouping: I am just beginning to observe students’ reading behaviors and to think about forming groups based on levels of text; I have not identified other ways that I use to group students. Usually I teach the whole class.

Highlight Where you are on the Continuum

Plan how you will integrate this chosen goal into every lesson you plan just as you would support your students in achieving their goals.

Keep This in Mind:

Guided Reading PD Plan

Day One: Introduce concept

Day Two: Model Lesson

Day Three: Observe/Support teachers teaching

guided reading lessons in classroom

Questions?